DIRECTING FOCUS AND ENABLING INQUIRY WITH REPRESENTATIONS OF PRACTICE: WRITTEN CASES, STORYBOARDS, AND TEACHER EDUCATION

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dc.contributor.author Herbst, Patricio
dc.contributor.author Boileau, Nicolas
dc.contributor.author Clark, Lawrence
dc.contributor.author Milewski, Amanda
dc.contributor.author Chieu, Vu Minh
dc.contributor.author Gürsel, Umut
dc.contributor.author Chazan, Daniel
dc.date.accessioned 2018-04-10T15:59:47Z
dc.date.available 2018-04-10T15:59:47Z
dc.date.issued 2017-10-08
dc.identifier.citation Herbst, P., Boileau, N.,* Clark, L., Milewski, A., Chieu, V. M., Gürsel, U.,* & Chazan, D. (2017, October). Directing focus and enabling inquiry with representations of practice: Written cases, storyboards, and teacher education. In Galindo, E., & Newton, J., (Eds.). Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 789-796). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators. en_US
dc.identifier.uri http://hdl.handle.net/2027.42/143005
dc.description.abstract We discuss affordances and liabilities of using a storyboard to depict a written case of a teacher’s dilemma that involves race, opportunity to learn, and student community. We rely on reflections by the teacher educator who authored the written case and later depicted it as a storyboard to use it with his preservice teachers (PSTs). The analysis involved, first, organizing the signifiers in each of the two representations of practice into what we call concentric spheres of stratification, and secondly, contrasting the various meanings attributed to signifiers by both the author and his PSTs. We suggest that the resources of storyboard allow for more inquiry and alternative narratives than is available from the single modality of text in the written case. en_US
dc.description.sponsorship Work reported here has been done with the support of NSF grant DRL- 1316241 to D. Chazan and P. Herbst. All opinions are those of the authors and do not necessarily represent the views of the foundation. en_US
dc.language.iso en_US en_US
dc.publisher Hoosier Association of Mathematics Teacher Educators. en_US
dc.subject Equity and Diversity, Teacher Education-Preservice, Technology en_US
dc.subject mathematics education en_US
dc.title DIRECTING FOCUS AND ENABLING INQUIRY WITH REPRESENTATIONS OF PRACTICE: WRITTEN CASES, STORYBOARDS, AND TEACHER EDUCATION en_US
dc.type Article en_US
dc.subject.hlbsecondlevel Education
dc.subject.hlbtoplevel Social Sciences
dc.description.peerreviewed Peer Reviewed en_US
dc.contributor.affiliationum Education, School of en_US
dc.contributor.affiliationother University of Maryland College of Education en_US
dc.contributor.affiliationumcampus Ann Arbor en_US
dc.description.bitstreamurl https://deepblue.lib.umich.edu/bitstream/2027.42/143005/1/HerbstBoileauClarketalPMENA17.pdf
dc.identifier.source Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. en_US
dc.identifier.orcid 0000-0002-2335-6830 en_US
dc.description.filedescription Description of HerbstBoileauClarketalPMENA17.pdf : Main Article
dc.identifier.name-orcid Herbst, Patricio; 0000-0002-2335-6830 en_US
dc.owningcollname Education, School of
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